• Journal of the Korean earth science society
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• v.30 no.6
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• pp.773-786
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• 2009

Recently, the connection between science museum and school science curriculum has been emphasized, but the frameworks for evaluating school science curricula are insufficient in terms of how much of school science curriculum was reflected and attained. The purposes of this study are to develop a framework that can be utilized to evaluate levels of curriculum that are reflected and attained in the texts of exhibition panels displayed in science museums. We developed an evaluation tool based on the frameworks used to assess students' achievement in the secondary school curriculum, and we used the tool to measure the reflection and attainment levels demonstrated in the texts of exhibition panels about earth science contents of secondary school curriculum in three science museums located in Chungcheong-do, central part of Korea. Findings showed that the levels of reflection and attainment of secondary school curriculum in exhibition panels about earth science contents in science museums were measured 38.7% and 2.82 points out of 5.0respectively. We hope that the evaluation tool used in this study could be utilized to measure the levels of reflection and attainment of secondary school science curriculum demonstrated in the text of each of exhibition panels in science museums.

• Journal of the Korean earth science society
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• v.28 no.4
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• pp.405-414
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• 2007

This study examined students' achievement of Earth science in the Trends in International Mathematics and Science Study (TIMSS) that was conducted with 46 participating countries in 2003 and analyzed average percent-correct items for Earth science were analyzed in terms of subcategory, item type and cognitive domain. In addition, items showing a gender difference and a big difference in the test scores of Korean and international students were analyzed. Korean students performed higher than the international average, especially in the astronomy-related topic and in the cognitive domain of 'reasoning and analysis'. In an analysis of the five items that Korean students scored lower than the international average, Korean students performed not so well in demonstrating what they understood with drawings and writings. Korean female students showed a difficulty more than male students did in multiple-choice items that asked recalling of factual knowledge and demonstrated lack of confidence in the items that they have not learned yet. Based on the result content organization of Earth science curriculum and ways to improve teaching and loaming methods were recommended.

• Journal of The Geomorphological Association of Korea
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• v.18 no.2
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• pp.81-98
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• 2011

Among the changes of the Curriculum from the liberation to the present, the biggest change in the highschool geography course appeared during the period from the Period of Syllabus to the 1st National Curriculum. More specifically, during the 1st National Curriculum the highschool geography course which previously had three subjects, 'Natural Environment and Human Lives', 'Human Geography', 'Economic Geography' was reduced to one subject, 'Human Geography.' In addition, while some contents related with astronomy, geology, and biology had been contained in the physiography course, they were left out from the human geography course of the 1st National Curriculum. This reduction of the geography course was related to the context that earth science was newly established in the 1st National Curriculum. Originally the draft plan released in June, 1953, which was 10 months before the formal time allotment criteria list had been made public, contained 'Physical Geography' instead of 'Earth Science'. What is sorry is that the name of 'Physical Geography' did not remain and was changed to 'Earth Science'. The underlying causes of the crisis the geography education is now facing are the reduction of Physical Geography and the emergence of 'Earth Science' during the 1st National Curriculum. To overcome the present crisis, the subject of geography should be changed more meaningful one based on the comprehensive perspective and academic product that geography has accumulated.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.269-275
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• 2016

This study is conducted to search about changing earth science contents influenced by the scientific literacy from the 7th curriculum to the 2015 revised curriculum. Earth science area is divided into astronomy, geology, meteorology and oceanography contents. Among the elements of scientific literacy, the contents were analyzed focusing on STS elements. In the astronomical and meteorological content areas, there were aspects of scientific literacy in all periods from the 7th to the 2015 revised curriculum. Except for the 2007 revised curriculum in the geological area and the 7th curriculum in the oceanographic content area, the aspects of scientific literacy appeared at all times. It is emphasized the usefulness of science and technology in the astronomical content area and the use of science in everyday life in geological and meteorological content area. In the oceanographic content area, it is emphasized that content of science related social issue such as resource shortage and environmental pollution. This study can be extended to the fields of physics, chemistry and life science, we suggest to inquire the scientific literacy as a integrated science.

• Journal of the Korean earth science society
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• v.22 no.3
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• pp.248-257
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• 2001

The 7th science curriculum has the characteristics of humanistic philosophy of education. The humanistic curriculum emphasized learner-centered education, which claims to stand for learners' experiences. This study searched for the significances of the 7th science curriculum, and discussed its tasks and perspectives based on the backgrounds, characteristics, and objectives mentioned in the history of reforming science curriculum. The 7th science curriculum emphasizes learners' experiences and everyday life materials are favored in teaching-learning activities. For the desirable effects related to this commitment, pre-service and in-service training programs are required about the social elements in the nature of science, and everyday life contexts should be examined in views of educational and cognitive perspectives, so the contextual differences between science and everyday life should be clarified.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.441-454
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• 2021

In this study, we propose the composition of contents on the area of astronomy for high school Earth Science elective courses for the 2022 revised curriculum based on high school students' perceptions of changes in Earth Science core concepts over the curriculum revisions, and analysis of learning elements in the area of astronomy for domestic and foreign Earth Science curriculum. Four Earth Science education experts compared and analyzed the astronomy contents presented in Korea, the US, British Columbia (BC) in Canada, Japan, and the International Baccalaureate Diploma Program (IBDP) curriculum. According to the survey results, high school students who answered that they were most interested in the core concepts of astronomy expressed a lot of regret that the contents related to astronomical observation were eliminated from the 2015 revised curriculum. As a result of comparing domestic and foreign curriculum, Korea and IBDP curriculum dealt with the largest amount of learning elements in astronomy. In the case of BC in Canada and IBDP, astronomy was offered as an independent subject, and the curriculums of Japan and Korea dealt with astronomy in the Earth Science subject. According to the results, it is necessary to develop general elective courses in Earth Science with astronomy-related contents with high discriminating power in order to strengthen astronomy education. Since astronomy requires background knowledge from various disciplines and inter-disciplinary learning was required, it is necessary to organize the career-related elective courses in Earth Science so that astronomy can be dealt with according to the knowledge structure of general Astronomy. Based on the research results, ways to organize astronomy contents for Earth Science elective courses were suggested.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.42-50
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• 2012

The Purpose of this study was to analyze STS contents in elementary school science textbooks according to 6th, 7th and revision 2007 national curriculum. The contents of STS were analyzed by the STS elements of Yager and the STS topics of Piel's standard. Major findings from the analyses are as follows: (1) The STS contents in the science textbooks of the 6th curriculum took up 13.7% and increased to 18.3% in the 7th and 19.0% in the revision 2007, which showed that the textbooks followed the goal of the national curriculum faithfully. (2) Based on the STS elements by Yager's standard, most of STS content is focused on 'Application of science', 'Social problems and issues' and 'Local and community relevance'. (3) Based on the STS topics by Piel's standard, most of STS contents are focused on 'Effect of technological development' and 'Society of science'. These results indicate that recent STS education trends are reflected on the 6th, 7th and revision 2007 textbooks well. However, it is suggested that some improvement is needed, such as diversification of topic.

• Journal of the Korean earth science society
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• v.28 no.3
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• pp.277-288
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• 2007

This study analyzed the visual images covering 'weather' and 'weather forecast' in elementary science textbooks from the Syllabus Period to the 7th national curriculum from the socio-semiotic perspective. The results showed that most of the visual images were 'realistic' which were descriptive of real world phenomena. This means that most of the visual images in elementary science text were familiar to students in every curriculum period. The power relationship in communication between images and students was very complex. The visual images in elementary science textbooks include few geometrical and alphanumeric code in every curriculum period. This study provides a new framework to interpret amount of information, functions of information, structures, and social meanings of visual images. It could be also a beginning stage to introduce the socio-semiotic perspective into choosing visual images for next science textbooks.

• Journal of the Korean earth science society
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• v.27 no.2
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• pp.130-139
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• 2006

Natural history museums used to be called an "informal learning institute". It is based on the assumption that their exhibition and exhibits are supposed to reflect school science curriculum and support school science programs. This study is to explore how this assumption is verified in terms of content-wise connections between school science and museum exhibits. In this study, 461 Earth Science related exhibits were selected from the Smithonian Museums and the American Museum of Natural History in the U.S. and analyzed with several instruments. The instrument targeting on Earth Science curriculum was framed based on the Third International Mathematics and Science Study (1993) and the National Science Curriculum Standards (1996). Other than content-wise connections, this study investigated exhibition characteristics related to better learning of science: these characteristics were types of activities, exhibition media, exhibition technology, and presentation methods. The nature of science shown in exhibits were examined as well. Natural history museums were reconsidered for their relevance and potential as informal educational venues from this study.

• Journal of the Korean earth science society
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• v.44 no.4
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• pp.342-358
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• 2023

The purpose of this study was to investigate preservice teachers' understanding of democratic citizenship. This study utilized the democratic citizenship frame to assess 17 participants' comprehension of this concept. The researcher designed a method course where participants in groups analyzed science activities to identify democratic citizenship components. Through the analysis of two science activities-one on energy and the other on climate change-and the development of science panels addressing various global issues, preservice teachers' understanding of democratic citizenship was enhanced. Preservice teachers showed a good understanding of critical thinking, communication and collaboration, and STS (science, technology, and society); and the most enhanced understanding of empathy, which was the least perceived in pre-survey, component of democratic citizenship. The democratic citizenship frame proved to be a valuable tool for teaching and learning this topic, particularly when applied to socioscientific issues in the classroom. More research-based revisions of the science curriculum are necessary, and more systematic practices with reflections are essential in teacher education.